Jonte Myers, a doctoral student in special education at the University of Florida, was recently awarded a 2018-19 Minority Dissertation Fellowship in Education Research from the American Educational Research Association (AERA). Myers is one of seven doctoral students from across the country that received this award.
Special Education professor Stephen W. Smith, one of the College’s most prolific researchers and federal grant generators, has been chosen to receive the Distinguished Researcher Award from the Special Education Research special interest group of the American Educational Research Association.
Ross Van Boven
Ross Van Boven received his doctorate in curriculum and instruction, a program designed to prepare practitioner scholars.
What is a practitioner scholar? A professional who brings theoretical, pedagogical and research expertise to help identify, frame and study educational problems as a way to continually improve the learning conditions in their schools and districts.
Middle school teacher Ross Van Boven has received a prestigious national award presented by the American Education Research Association for outstanding research by examining what he does every school day.
Van Boven specializes in working with sixth and seventh graders at P.K. Yonge Developmental Research School who are on the margins — whether because they are struggling or high-achieving. His study at the public school affiliated with the University of Florida’s College of Education examined his experience in teaching a gifted sixth-grade student during the 2014-2015 school year.
The Teacher as Researcher Award recognizes a pre-kindergarten to 12th-grade teacher for research conducted in their schools. Van Boven received the award at the association’s annual meeting, held this year in Washington, D.C., April 8-12. AERA says its teacher-as-researcher special interest group is the only one like it: dedicated to recognizing high quality research done in schools by preK-12 instructors on their own practice.
Van Boven is a “learning community leader” at P.K. Yonge, which is UF’s special school district created to develop innovative solutions to educational challenges.
His training and experience is notable for his teaching as well as his scholarship. He has earned three degrees from UF’s College of Education: a bachelor’s (’06) and master’s (‘07) in elementary education and, in December, a doctorate in curriculum and instruction.
Van Boven’s doctorate was in a program tailor-made by faculty in the Curriculum, Teaching, and Teacher Education program area to focus on the unique needs of practitioners who wish to become scholars of practice, leading change and improvement from within their local districts, schools and classrooms, said Nancy Fichtman Dana, a UF education professor and a leading international authority and researcher on teacher professional development and school improvement. Dana served as the chair of Van Boven’s dissertation committee.
Van Boven’s award-winning project, the capstone for his dissertation, took a close look at how best to teach gifted and talented students.
Ross Van Boven teaches his students at UF’s P.K. Yonge Developmental Research School.
Van Boven’s award-winning project, the capstone for his dissertation, took a close look at how best to teach gifted and talented students at a time P.K. Yonge is transforming its approach to a “push-in” teaching model from a “pull-out.” In the push-in approach, general education and special education teachers work within the regular classrooms to serve all learners; in the pull-out approach, teachers work with these students in separate classrooms.
“It’s a real challenge to provide the time and services to all the students in the program,” Van Boven says. With a caseload of 41 students, he bounces from classroom to classroom to help learners in subjects ranging from math to social studies. Not only does he have to know the content, he must collaborate closely with the content-area teachers, which sometimes is problematic because of contrasting styles and time schedules. He also closely consults with parents to better understand their child’s needs and to personalizes lessons.
Van Boven tracked his experience of teaching one of his students by using a variety of tools, including his cell phone’s voice-to-text feature to capture episodes in near real time and digital recording of interviews so he could transcribe them later for analysis.
He says his research helped to improve his teaching in a variety of ways, such as more closely working with content-area teachers to rework the timing of his push-in to classrooms and planning periods with other teachers. “This allowed for ongoing collaboration and hopefully continues to remove some of the pressures teachers felt for planning to meet student enrichment needs,” he wrote in a report of the study.
He has shared his P.K. Yonge findings with the school’s administration and teachers, including the school’s five other learning community leaders. The study informed their perennial challenge: How best to provide in-classroom lessons to gifted students without disrupting the heterogeneity of classrooms.
Dana says Van Boven’s research “provided a rich accounting of how one middle school child was experiencing the program, and these insights led to specific actions Ross and his colleagues took to improve this new model.”
The school has launched a pilot program to cluster some gifted-and-talented students in the same classes to help learning community leaders and core teachers improve efficiency and coordination.
Despite the challenges, Van Boven says the collaboration required in the push-in model is helping teachers – including him – grow in their own practice. The award highlights the power of practitioner research to improve education for students – and provides Van Boven an opportunity to broaden his impact by sharing his experiences with other teachers.
“I am hopeful that my advocacy for students and collaboration with content-area teachers will result in sustained opportunities to provide content enrichment for students on my caseload,” Van Boven wrote.
Source: Ross Van Boven, P.K. Yonge Developmental Research School; 352-392-1554
Media Relations: Julie Henderson, P.K. Yonge DRS; 352-392-1554
Writer: Charles Boisseau, UF College of Education, news and communications office
Some 55 University of Florida College of Education faculty and graduate students were among the 14,000 scholars from around the world who converged on Washington, D.C., April 8-12 for the 2016 Centennial Annual Meeting of the American Educational Research Association to examine critical issues of education research and public policy.
Pasha Antonenko
The AERA meeting, featuring some 2,600 sessions, is the largest gathering of international scholars in the field of education research. More UF education faculty and graduate students, from multiple disciplines, attend AERA’s annual meeting than any other professional gathering. This year’s UF contingent included 25 faculty members and 30 graduate students in education.
The massive AERA gathering is a showcase for groundbreaking, innovative studies in a diverse array of education issues and trends. This year’s conference theme is “Public Scholarship to Educate Diverse Democracies.”
UF presentations included pertinent topics such as:
Corrine Huggins-Manley
Educating the captive audience: inmates in state correctional facilities
Albert Ritzhaupt
The busiest COE faculty attendees were Pasha Antonenko (education technology), Corinne Huggins-Manley (research and evaluation methods) and Albert Ritzhaupt (ed tech) with each involved in five research presentations. Among doctoral student participants, Zachary Collier (REM) was involved in four presentations, and Stephanie Schroeder (curriculum, teaching, and teacher education) in three.
A complete listing of participating UF education faculty and advanced-degree students, along with their respective presentation topics, is available on the COE website.
HOW LISTING WAS COMPILED: Data was retrieved directly from AERA’s online annual conference schedule and organized alphabetically by participants’ names. Listing does not distinguish between presenters and non-presenting participants and co-investigators. AERA’s complete listing and schedule of conference presentations and participants’ roles is available at www.aera.net. Click on “Events & Meetings” and navigate to the 2016 annual meeting portals.
WRITER: Larry Lansford, director, News & Communications, UF College of Education; 352-273-4137
More than 70 University of Florida College of Education faculty and graduate students were among the 14,000 scholars from around the world who converged on Chicago April 16-20 for the 2015 annual meeting of the American Educational Research Association to examine critical issues of education research and public policy.
The AERA annual meeting, featuring 2,600 sessions, is the largest gathering of international scholars in the field of education research. More UF education faculty and graduate students, from multiple disciplines, attend AERA’s annual meeting than any other professional gathering. The UF contingent included 41 COE faculty members and 31 graduate and postdoctoral students in education.
The massive AERA event is a hotbed of innovative, research-based ideas about teaching and education issues and trends. This year’s conference theme was “Toward Justice,” examining how culture, language and heritage in education praxis, research and policy can change the world—toward more justice.
UF presentations included pertinent topics such as:
The busiest COE faculty attendees were Walter Leite (research and evaluation methodology), Ester de Jong (ESOL/bilingual education), Bernard Oliver (educational leadership), and Albert Ritzhaupt (education technology)—each participating in five presentations. Doctoral student Olivia Soutullo (school psychology) is involved in four presentations.
For a complete listing of all presentations by UF education faculty and advanced-degree students, visit http://bit.ly/1DXa57D.
(Click here for PDF listing of UFCOE presentations)
For years, the massive annual meeting of the American Educational Research Association has been a hotbed of the latest research and new ideas about teaching-and-learning practices and policies. This year, nearly 70 UF College of Education faculty and advanced-degree students were among the 14,000 international scholars who converged on Philadelphia April 3-7 for the 2014 annual meeting of the American Educational Research Association to examine critical issues of education research and public policy.
More UF education faculty and students, from multiple disciplines, attend AERA’s massive annual meeting than any other professional gathering. The UF contingent included 31 faculty members and 37 graduate and postdoctoral students in education.
This year’s conference theme was “The Power of Education Research for Innovation in Practice and Policy.” UF presentations included pertinent topics such as:
— Ambitious teaching within standards-based settings: Lost in the translation?
— The influence of family-school involvement on children’s social, emotional and academic development
— Preservice teachers’ personality traits and creative behaviors as predictors of their support for children’s creativity
— Social networks’ influence on first-generation Latino students’ college selection and enrollment
— The role of practitioner research in preparing the next generation of teacher educators
— Black doctoral student perspective on their persistence in a research-intensive education college
— Success in teacher learning through an online coaching course
— School improvement for early childhood teachers
The busiest COE faculty attendees were Walter Leite (research and evaluation methodology) with six presentations, and Anne Huggins (REM) and Nancy Dana (teacher education) with four each. Five other faculty members and three graduate students were involved in three presentations each.
CONTACT:
Writer: Larry Lansford, director, news & communications, UF College of Education | 352-273-4137 | llansford@coe.ufl.edu
(Click here for PDF listing of UFCOE presentations)
For years, the massive annual meeting of the American Educational Research Association has been a hotbed of the latest research and new ideas about teaching-and-learning practices and policies. This year, some 65 UF College of Education faculty and students participated in the 2013 meeting April 27-May 1 in San Francisco, joining 14,000 other education scholars from 75 nations.
This year’s meeting theme focused on the relationships of education and poverty—how education theory, research, policy and praxis contribute to alleviating economic, intellectual and moral poverty.
Mirka Koro-Ljungberg …4 AERA presentations
More UF education scholars, from multiple disciplines, attend AERA’s annual meeting than any other professional gathering. The EduGator contingent in San Francisco included 34 college faculty and 31 graduate students participating in presentations, panel discussions and association-related business meetings.
The UF presentations included hot education topics such as:
The busiest COE faculty attendees were Walter Leite and Mirka Koro-Ljungberg (both from research and evaluation methods), with four presentations each. Mary Brownell (special education), Ester de Jong (ESOL/bilingual education), Bernie Oliver (education leadership) and Albert Ritzhaupt (education technology) each made three presentations.
The complete AERA annual meeting program is available online at www.aera.net.
WRITER: Larry Lansford, director, news and communications, UF College of Education; llansford@coe.ufl.edu; 352-273-4137
More than 70 University of Florida College of Education faculty and graduate students were among the 13,000 scholars from 60 nations who gathered in Vancouver for five days in April for the 93rd annual meeting of the American Educational Research Association to examine critical issues of education research and public policy.
More UF education faculty and students, from multiple education disciplines, attend AERA’s annual conference than any other professional meeting. The UF contingent included about 35 faculty and 38 graduate students in education. The massive AERA gathering is always a hotbed of new and exciting, research-based ideas about teaching and education issues and trends. UF presentations include pertinent topics such as:
— Ways for school leaders to assess emotional intelligence and burnout in teachers
— Literacy development for young children with disabilities
— Early childhood classroom intervention for reducing problem behaviors
— Using action research in professional development for virtual school educators
— Zero tolerance legislation: Do we really want to Leave No Child Behind?
— Analysis of schoolwide violence prevention programs
— The effect of debt and working on graduate students’ achievement
Albert Ritzhaupt
Busiest COE faculty presenters and participants at the conference were Albert Ritzhaupt (education technology) with six presentations and Walter Leite (research and evaluation methods) with five.
The following pages comprise an alphabetical listing of participating UF education faculty and graduate students, along with their respective presentation topics . . .
HOW LISTING WAS COMPILED: Listing data was copied directly from AERA’s online annual conference schedule and organized alphabetically by participants’ names. This is a partial listing intended merely to display level of participation and topics covered by UF education faculty and graduate students. Listing does not distinguish between presenters and non-presenting participants and co-investigators. A complete listing and schedule of conference presentations and participants’ roles is available online at: www.aera.net. Click on “Events & Meetings” and navigate to the 2012 annual meeting portal.
_____________________________________________________________________________________
*Graduate student
Adams, Alyson J.
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Algina, James
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Barnes, Tia Navelene*
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Behar-Horenstein, Linda S.
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Boynton, Sylvia
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Brownell, Mary T.
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Carpenter, Julia Kathryn*
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Castaneda, Magdi
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Cavanaugh, Cathy
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Chiu, Chu-Chuan*
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Clark, Mary Ann
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Clawson, Jessica*
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Conroy, Maureen
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Corbett, Nancy
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Coughlin, Meredith*
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Dana, Nancy Fichtman
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Daunic, Ann P.
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Dawson, Kara M.
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Devane, Ben*
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Diaz, Raquel Rosa*
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Fernandez, Heidi*
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Frey, Chris Atkinson*
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Fu, Danling
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Gao, Miao*
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Garvan, Cyndi W.
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Good, Glenn E.
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Grosland, Tanetha Jamay*
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Gunderson, Alee Lynch*
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Gurel, Sungur*
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Huang, He*
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Johnson, Allison*
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Johnson, Margeaux C.*
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Kaya, Yasemin*
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Kennedy-Lewis, Brianna L.
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Kenney, Johanna K.*
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Koro-Ljungberg, Mirka E.
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Krell, Desirae Eva*
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Kumar, Swapna
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Leite, Walter L.
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Li, Zhuo*
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Liu, Feng*
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McLaughlin, Tara
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Mendoza, Pilar
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Miller, M. David
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Nelson, Frederick*
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Niu, Lian*
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Oh, Ji Hyun*
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Oliver, Bernard
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Pape, Stephen J.
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Park, Yujeong*
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Pitts, Donna L.*
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Poekert, Philip Emery
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Poling, Nathaniel*
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Ponjuan, Luis
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Pringle, Rose M.
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Qi, Yang*
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Ritzhaupt, Albert Dieter
|
Rodriguez, Prisca*
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Sandbach, Robert John*
Santiago-Proventud, Lourdes*
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Sessums, Christopher Davis
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Schomburg, Janice (EDS ’10)
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Sharp, Florence Wolfe*
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Smith, Stephen W.
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Tricarico, Katie M.*
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Vescio, Vicki A.
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Villarreal III, Pedro
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Walsh, Cara A.I*
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Wells, Tasha*
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West-Olatunji, Cirecie
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Wolkenhauer, Rachel*
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Zhang, Ou*
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SOURCE: Larry Lansford, director, news & communications, UF College of Education, 352-273-4137; llansford@coe.ufl.edu
